E portfolios to assess and develop professional competency in speech patholgy

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Abigail Lewis

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  • All SP courses accredited by SPA using CBOSCBOS is complex – 7 units of clinical competency across 6 range indicators, adults and children plus 4 generic competenciesGenerally all complete a portfolio of evidence of clinical competencies – part of several ways of assessing: COMPASS®, vivas and portfolio. As yet unaware of any courses using eP instead of paper eP though several interested as presented at APEC. Usually in final year of final semester of 4 year course
  • New course at ECU commenced 2009, 4 year undergrad courseI am clinical coordinatorInterested in reflective practice and development of competencies1st year unit professional standards and competencies – intro COMPASS®, CBOS and completed essay addressing competenciesChanged to eP then develop over subsequent 4 years of course
  • E portfolios to assess and develop professional competency in speech patholgy

    1. 1. ePortfolios to assess and develop professional competency in speech pathology Abigail Lewis Edith Cowan University
    2. 2. Outline• ePortfolio: what?• Speech Pathology at ECU• ePortfolio: Why:• ePortfolio: How?• ePortfolio: What?• Supporting students• Assessment• Evaluation
    3. 3. ePortfolios• Portfolios been used in HE for some time (Klenowski, Askew, & Carnell, 2006)• Web 2.0 technologies led to interest in ePortfolios (Hallam & Creagh, 2010)• ePortfolios are being used in HE and in business (Brandes & Boskic, 2008)
    4. 4. What is an ePortfolio? „an electronically stored collection (or archive) of a student‟s experiences, achievements and artefacts, together with their reflections on learning.‟Australian ePortfolio Project (AeP) (2009). ePortfolio concepts for academic staff [brochure]. Retrieved from: www.eportfoliopractice.qut.edu.au
    5. 5. Speech Pathology• Allied health course accredited by Speech Pathology Australia• Competency Based Occupational Standards used to accredit course & practicum• Usually students produce portfolio of evidence of clinical competencies in 4th year• None using ePortfolio as yet
    6. 6. Speech Pathology at ECU• Commenced 2009• 4 year undergraduate course• Clinical coordinator – organise practicum• Focus on reflective practice• Professional standards and competencies unit in first year – introduction to CBOS with essay assignment → ePortfolio
    7. 7. Why? AeP 2009:• “Develop an holistic overview of their learning/experiences/development beyond individual subjects/classes.• Understand their learning and experience in terms of graduate attributes and employability skills.• Extract evidence to represent their learning and achievements, for example to develop selection criteria responses• Identify skills gaps through review of and reflection on their ePortfolio content.• Plan and set personal development targets.” (p.2)
    8. 8. Why?• ePortfolio can increase depth of reflection (emerging evidence) (Butler, 2006)• Hyperlinks make linking of evidence easier• Can adapt for different purposes/audiences• Can share with peers for feedback/peer marking• Can use for addressing selection criteria for jobs on graduation • Promote lifelong learning (Hallam & Creagh, 2010)
    9. 9. Purpose at ECU• Evidence of development towards clinical competence as formative assessment• Evidence of development of reflective practice• Record experiences gained so future placements can fill in any gaps• Demonstrate „Entry Level‟ competence by the end of the course as a summative assessment.
    10. 10. ePortfolio: How?• Read - AeP project & UK eP project useful• Talk to other eP users• Engage teaching team• Establish purpose of eP• How assess and give feedback?• What platform to use?• Develop template/structure• Embed across course • Launch!! • Review and evaluation
    11. 11. ePortfolio: What?• Template developed for students, all information embedded, currently in BlackBoard (MyExpo), launch July 2010• Section A: Reflections on my learning• Section B: My development of competency• Section C: My records
    12. 12. Learning Outcomes• construct a repository for the ongoing selection of evidence towards gaining competency in CBOS & COMPASS®.• analyse the competencies for graduate entry level• evaluate the evidence collected• generate specific short-term personal learning outcomes• exemplify increasing depth of reflection
    13. 13. STAR-L framework for evidence• Situation• Task• Action• Result• Lessons LearntAeP, 2009
    14. 14. Embedding across curriculum• Introduced S2 First Year – summarise information across each section and submit for marking• Submit S1 and S2 Second Year – a few pieces added to each section• Submit S1 and S2 Third and Fourth years – substantial material added, attached to clinical units
    15. 15. Supporting students• Template and teaching given in computer lab• All information is embedded in ePortfolio and also in a separate document• All submission forms and marking guides are embedded in the ePortfolio and on a separate site• FAQ document with additional information
    16. 16. Assessment• Submission forms and marking guides completed for each semester• % score in 1st and 2nd years• Pass/Fail in 3rd and 4th years• Marking in 4th year will be carried out across academic staff – looking at entry level quality of evidence
    17. 17. Evaluation• Mixed responses from students – platform is clunky and hard to use• Template is too complex• 3rd years becoming more positive as they see the point of it
    18. 18. Quotes• „One place to keep • „Understanding the things which will assist ePortfolio is hard for me on my journey to me & I just find it becoming a qualified really difficult to speech pathologist.‟ 2nd work.‟ 2nd year year • „Links not working in• „Having a place to collate the ePortfolio, not and store competency being able to evidence. Good to work structure it in the way out what you still need I want because its to achieve.‟ 3rd year playing up or is just plain faulty.‟ 3rd year
    19. 19. Next steps• New template with new CBOS in 2011, simplified• Make teaching more specific it and hands on – in computer labs• New platform with Curriculum 2012?• See if students‟ evaluation increases as they progress through the course
    20. 20. Resources• Australian ePortfolio project: http://www.eportfoliopractice.qut.edu.au/in formation/• UK ePortfolio project: http://www.jiscinfonet.ac.uk/e-portfolios• Further ePortfolio resources: http://www.altcexchange.edu.au/eportfolio -resources
    21. 21. • References From description Brandes, G. & Boskic. N. (2008). Eportfolios: to analysis. The International Review of Research in Open and Distance Learning, 9(2). ISSN: 1492-3831• Butler, P. (2008). A Review of the literature on Portfolios and Electronic Portfolios. Retrieved from http://akoaotearoa.ac.nz/download/ng/file/group-996/n2620- eportfolio-research-report.pdf• Hallam, G. & Creagh, T. (2010). ePortfolio use by university students in Australia: a review of the Australian ePortfolio Project. Higher Education Research & Development, 29(2), 179- 193.• Klenowski, V., Askew, S., & Carnell, E. (2006) Portfolios for learning, assessment and professional development in higher education. Assessment & Evaluation in Higher Education, 31(3), 267-286.

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